Teacher Suggestion Feedback Facilitates Creativity of Students in STEAM Education

Sha Shen; Saidi Wang; Yun Qi; Yanli Wang; Xiangdong Yan

doi:10.3389/fpsyg.2021.723171

Frontiers in Psychology (Sep 2021)

Teacher Suggestion Feedback Facilitates Creativity of Students in STEAM Education

Sha Shen,
Saidi Wang,
Yun Qi,
Yanli Wang,
Xiangdong Yan

Affiliations

Sha Shen: College of Educational Science and Technology, Northwest Minzu University, Lanzhou, China
Saidi Wang: Gansu 24 Refractive New Media Technology Co., Ltd., Lanzhou, China
Yun Qi: College of Educational Science and Technology, Northwest Minzu University, Lanzhou, China
Yanli Wang: College of Educational Science and Technology, Northwest Minzu University, Lanzhou, China
Xiangdong Yan: Shanghai Hui Ye (Lan Zhou) Law Office, Lanzhou, China

DOI: https://doi.org/10.3389/fpsyg.2021.723171
Journal volume & issue: Vol. 12

Abstract

Read online

This study examined the influence of the formative feedback types of teachers on creativity in Science, Technology, Engineering, Art, Mathematics (STEAM) education. Participants were 90 undergraduate students who were randomly assigned to the teacher opinions feedback group, the teacher suggestion feedback group, or the non-feedback group, and took part in three courses of STEAM education of 3D-printing technology. Before and after each course, they were asked to fill out the Eugene Creativity Test. The results showed that compare with the teacher opinions feedback group and the non-feedback group, the participants in the teacher suggestion feedback group showed a higher score on the creativity scale. This suggests that the teacher suggestion feedback can be useful for improving the creativity in STEAM education.

Published in Frontiers in Psychology

ISSN: 1664-1078 (Online)
Publisher: Frontiers Media S.A.
Country of publisher: Switzerland
LCC subjects: Philosophy. Psychology. Religion: Psychology
Website: https://www.frontiersin.org/journals/psychology

About the journal

Abstract

Keywords